Behavioral Impacts of Hidden Curriculum in Agricultural Higher Education

This research was carried out with the aim of identifying learning outcomes of hidden curriculum in higher agricultural education in Gorgan University of Agricultural Sciences and Natural Resources. This qualitative research was done through descriptive phenomenology method. Semi structured deep interviews were implemented in order to collect data. Statistical population of this research consisted of all senior agricultural students Gorgan University of Agricultural Sciences and Natural Resources. Through purposeful sampling, 40 students were selected as sample or interviewee. The data collection process was continued until reaching theoretical saturation and usefulness threshold of available information. According to Colaizzi's method, qualitative thematic content analysis was carried out to analyze the collected data. Research findings in various behavioral fields are described and summarized in tables. The constructive and unconstructive impacts of hidden curriculum were categorized in 17 and 14 subjective category and descript by a group of representative codes. Also, 10 sources were identified for emerging behavioral impacts of hidden curriculum, including behaviors of students on campus, behaviors of faculty members, personal experiential learning, dormitory environment, behaviors of staff and administrators at the university, extracurricular activities, participation and membership in student organizations, attending mosque and religious circles, the community around the university, and scientific, cultural and political environment of the University. Overall, the results indicate that the effects of the hidden curriculum on student learning and attainment of knowledge, perception and required skills which received less attention in formal curriculum development.